Game-Based Learning, Gamification in Education and Serious Games

Carvalho, Carlos Vaz de; Coelho, António

doi:10.3390/computers11030036

Cited by 26 publications

(11 citation statements)

References 12 publications

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“…The deployment of digital resources in education, to foster active learning, can happen, for example, through the introduction of gamification. Gamification is the process of using game elements (principles, mechanics and others) in non-game contexts to increase the motivation and engagement of the users or participants so that they are able to reach their (intrinsic or extrinsic) goals [13,14]. Gamified learning involves using game-based elements such as point scoring, peer competition, teamwork, score tables to drive engagement, help students assimilate new information and test their knowledge [15].…”

Section: The Digital World In Favour Of Sustainable Habitsmentioning

confidence: 99%

The Use of Gamification and Web-Based Apps for Sustainability Education

Novo,

Zanchetta,

Goldmann

et al. 2024

Sustainability

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This article dwells on the role of gamified digital tools in promoting environmental self-awareness and action. In particular, it unfolds the outreach of a web application, developed within the European GoBeEco project, aimed at encouraging users to adopt ecological and sustainability habits. In this article, the focus is on the implementation of the project in Portugal, and, therefore, the data presented in the results reflect the involvement of participants on a national level. Overall, more than two dozen participants were involved in the validation of the application, which comprised three evaluation phases involving the distribution of questionnaires and the organisation of a focus group aimed at assessing the role of GoBeEco in fostering sustainable personal change and also evaluating specifically the role that gamified elements played in that change. Results show that the application had a very positive impact on the users and helped mitigate the well-documented gap between sustainable awareness and action, and, also, that the gamification strategy contributed to that purpose. We argue that the potential of these applications in Portugal is latent but still has room for growth. In this sense, the study also highlights future paths for the development and implementation of these tools, based on the features most valued by users—access to statistical data, examples from real life, gamified and fun elements, and focus on daily, individual actions, among others.

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Section: The Digital World In Favour Of Sustainable Habitsmentioning

confidence: 99%

The Use of Gamification and Web-Based Apps for Sustainability Education

Novo,

Zanchetta,

Goldmann

et al. 2024

Sustainability

Self Cite

View full text Add to dashboard Cite

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“…More and more academic disciplines are using games to improve their students' cognitive, emotional, and psychomotor skills [11]. In addition to goals, games include things like imagination, rules, challenge, feedback, competition, collaboration, control, and storytelling [12].…”

Section: Game-based Learningmentioning

confidence: 99%

Enhancing Freshman English Learning: A Study of Solo vs Collaborative Educational Gameplay Effects on Achievement and Motivation

Lin,

Lin

2024

IJCE

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This research compared the effects of solo and collaborative gameplay formats on learning achievement and motivation among freshmen English students. Sixty students were randomly assigned to play educational games either individually or in small groups over ten weeks. While both groups received similar instructional time, one played independently using individual devices, while the other played in small groups sharing a single device. A pre-test and post-test design was used, with a 20 multiple-choice exam assessing freshman English knowledge. A modified Motivated Strategies for Learning Questionnaire was also administered to measure five dimensions of motivation (intrinsic goal orientation, extrinsic goal orientation, task value beliefs, control beliefs, and self-efficacy for learning). Post-test scores were significantly higher for the collaborative gameplay group, suggesting team-based interaction enhanced learning. However, a MANOVA showed no significant differences between groups on any of the motivation dimensions measured. The findings demonstrate collaborative gameplay may boost achievement without compromising motivation when compared to solo gameplay.

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“…Both theoretical and empirical publications frequently cite the ability of serious games to improve and preserve user-engagement (de Carvalho and Coelho, 2022; Ijaz et al , 2019; Naul and Liu, 2020). However, while the current body of literature consists of a number of structured trials, and points to the benefits of gamified interventions as an easily accessible and motivating outpatient tool, little is known of the extent to which people might engage with serious games in more ecologically valid environments.…”

Section: Introductionmentioning

confidence: 99%

Research protocol for a preliminary evaluation of a gamified tool for adult wellbeing

Gavin

Barnes

2023

MHSI

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Purpose The purpose of this paper is to outline a research protocol for an initial investigation into the efficacy of an early-development gamified intervention (“Wellbeing Town”) designed with potential end-users with the aim of improving adult wellbeing. Rationale for the proposed research is discussed along with a summary of the planned methodological approach. Design/methodology/approach Preliminary evaluation of “Wellbeing Town” is proposed to begin using a quasi-experiment, pre- vs post-intervention repeated-measures design with follow-up. Evaluation of changes in self-reported wellbeing will be supplemented with an investigation into the extent of self-directed play between post-intervention and follow-up, and its implications for follow-up outcome. Findings As this paper represents a protocol for future evaluation, no data is reported presently. The authors present the protocol for data analysis. Originality/value Once concluded, this study represents an initial evaluation of a gamified tool for adult wellbeing designed in conjunction with potential end-users. Should the game elicit significant improvements to wellbeing when played, proposals for further evaluation and possible future scalability are presented.

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Game-Based Learning, Gamification in Education and Serious Games

Abstract: Video games have become one of the predominant forms of entertainment in our society, but they have also impacted many other of its social and cultural aspects [...]

Cited by 26 publications

References 12 publications

The Use of Gamification and Web-Based Apps for Sustainability Education

The Use of Gamification and Web-Based Apps for Sustainability Education

Enhancing Freshman English Learning: A Study of Solo vs Collaborative Educational Gameplay Effects on Achievement and Motivation

Research protocol for a preliminary evaluation of a gamified tool for adult wellbeing

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